In order to encourage teachers to allow students to explore and discover larger patterns in their work, including their mental growth beyond their immediate performance, this paper recommends the philosophy of Gregory Bateson as a teaching approach. The first principle considered in the paper is that a mental process requires circular or more complex chains of determination, with the mind acting as a self-correcting mechanism. Compared to the writing process, the qualities of recursiveness and time order are linked to levels of complexity and the interrelationship of parts. Next, it considers the stochastic process as found in learning and composing, deeming it central to structuring information in the mind and in nature. The third principle discussed in the paper is the hierarchy of logical types, in which speakers send messages about the nature of their messages that may sometimes conflict with the message, thus creating paradox. The paper argues that students do not learn principles of composition because of the contrary messages sent and the abstract requirements established by teachers. It also argues that by using Bateson's framework, teachers can encourage more honest and effective student writing. (CRH)